European Commission

Since the food riots of 2007‐2008, global food security has been the subject of renewed attention and has become a hot topic in forward looking activities, thereby inducing a change of perspective: if food security and sustainable agriculture have always been interlinked then, since the riots, the importance of the composition of diets and economic access to food are more worthy of consideration than ever. Conversely, it is striking that in the forward looking literature, there are no studies that deal directly with the bio‐economy. The bio‐economy is addressed as a transversal concept that can be appreciated under economic and technological variables.

This report uses a rigorous imagining approach to develop an alternative way of organizing learning in Europe whereby the traditional school system no longer plays a significant role. This study shows that, on the basis of phenomena already present in Europe today, it is possible to invent a discontinuous model of how people learn and how what they learn is used in everyday life. At the core of this model is a carefully elaborated idea of learning spaces that encompass new ways of ensuring that people have the capacity to control, direct, share and deepen their knowledge throughout their lives. These multi-dimensional learning spaces are imagined as operating in a systemically different economic and social context. One where non-technocratic, non-hierarchical learning is central to the production of local well-being and community based identity. “School’s Over” is meant to challenge both the functional and organizational assumptions that currently dominate, often implicitly, the choices being made today.

Schooling is changing as much as society is changing. Except that society goes faster, and schools are traditionally slower to accept and incorporate novelties. The digital divide is now present at a new level: networked teachers vs. “the others”. In other terms, the networked teacher might sometime feel isolated in his/her school, but at the same time, has thousands of colleagues online as a sounding board.
We do not know what society will look like next year; and thinking ahead to 2025 makes your head spin. From this point of view, the effort of this book to foresee scenarios in more than 10 years’ time is amazing and stimulating. No matter how different we shall all be in 2025, one thing can be regarded as certain: we shall all be more connected. Or, rather, more networked. This book provides data, analysis, scenarios, reflections and evidence that education can change, and, to certain extent, has changed and it has become more connected.

In spring 2013 the Institute for Prospective Technological Studies (IPTS) called upon experts and practitioners to come up with visionary papers and imaginative scenarios on how Open Education in 2030 in Europe might look like in 2030, with a major focus on Open Educational Resources and Practices. Three calls for vision papers were launched, one in each of the areas Lifelong Learning, School Education and Higher Education. This publication presents all papers submitted to the Higher Education call. Each paper is different in form, focus, content and style, but all of them raise important issues when thinking about "opening up" education.

In spring 2013 the Institute for Prospective Technological Studies (IPTS) called upon experts and practitioners to come up with visionary papers and imaginative scenarios on how Open Education in 2030 in Europe might look like in 2030, with a major focus on Open Educational Resources and Practices. Three calls for vision papers were launched, one in each of the areas Lifelong Learning, School Education and Higher Education. This publication presents all papers submitted to the School Education call. Each paper is different in form, focus, content and style, but all of them raise important issues when thinking about "opening up" education.

In spring 2013 the Institute for Prospective Technological Studies (IPTS) called upon experts and practitioners to come up with visionary papers and imaginative scenarios on how Open Education in 2030 in Europe might look like in 2030, with a major focus on Open Educational Resources and Practices. Three calls for vision papers were launched, one in each of the areas Lifelong Learning, School Education and Higher Education. This publication presents all papers submitted to the Lifelong Learning call. Each paper is different in form, focus, content and style, but all of them raise important issues when thinking about "opening up" education.

This report aims to identify, understand and visualise major changes to learning in the future. It developed a descriptive vision of the future, based on existing trends and drivers, and a normative vision outlining how future learning opportunities should be developed to contribute to social cohesion, socio-economic inclusion and economic growth.
The overall vision is that personalisation, collaboration and informalisation (informal learning) are at the core of learning in the future. These terms are not new in education and training but will have to become the central guiding principle for organising learning and teaching in the future. The central learning paradigm is thereby characterised by lifelong and life-wide learning, shaped by the ubiquity of Information and Communication Technologies (ICT). At the same time, due to fast advances in technology and structural changes to European labour markets that are related to demographic change, globalisation and immigration, generic and transversal skills become more important, which support citizens in becoming lifelong learners who flexibly respond to change, are able to pro-actively develop their competences and thrive in collaborative learning and working environments.
Many of the changes depicted have been foreseen for some time but they now come together in such a way that is becomes urgent and pressing for policymakers to consider them and to propose and implement a fundamental shift in the learning paradigm for the 21st century digital world and economy. To reach the goals of personalised, collaborative and informalised learning, holistic changes need to be made (curricula, pedagogies, assessment, leadership, teacher training, etc.) and mechanisms need to be put in place which make flexible and targeted lifelong learning a reality and support the recognition of informally acquired skills.

The definition of the globalisation process is particularly difficult. Globalisation is not an unequivocally defined statistical variable which is directly measurable (like GDP and Trade) or indirectly computable (like Ageing and Migration), but rather the multifaceted synthesis of a vast number factors of different nature - economic, social, technological etc. – which are often difficult to find into current statistics. Beside, globalisation is a bundle of different dynamics, which means that it became quickly impossible to operate a clear cut distinction between its causes and effects.

One of the consequences of these complexities is that the measurement of globalisation and the notion of its impact are not universal, but vary accordingly to the specific interests of the analysis. In the context of our exercise, we look at globalisation as a process of international (market) integration, where local economies and social systems experience a rapid increase of their sphere of action and their reciprocal interdependence. According to this definition, globalization assumes the characters of a structural development of the economic system. Cyclical events, though with profound consequences as the recent financial and economic crisis, do not modify the pattern of the analysis since it is believed that their influence is temporary and will not change the
direction of long term trends.

A first way of sketching globalisation according to this definition is by measuring the evolution of the share of trade in GDP. In addition, the role of investments is of everincreasing importance, since companies have supplemented trade with investments and moved from geographically concentrated goods and services production networks to geographically disperse ones. The brief analysis presented in the next section attempts to offer an idea of "the openness boom" spreading around the world and the EU with its Member states.

Section 3 attempts to identify the main advantages and disadvantages of globalisation for EU stakeholders. Globalization gives the EU greater access to other countries' markets and resources, while granting other countries greater access to the EU, one of the largest and wealthiest markets in the world. Overall, this process has been mutually beneficial.

However, the benefits have not always been evenly distributed across the EU territory and economic sectors.

Considering that productivity, employment and education are the main elements which transform the challenge posed by globalisation into an opportunity, section 4 briefly presents the projected regional pattern of these variables for the 2020.

Finally, section 5 presents the main findings of the regional analysis carried out with the "globalisation vulnerability index". The index synthesises the overall position of the EU regions in respect of the variables analysed in section 4 and compares their different position vis-à-vis the challenges posed by the globalisation process.

This paper summarizes main findings on the impact of climate change on temperature and precipitation, outlines some of their impacts on socio economic conditions as well as identifying vulnerable regions. Conclusions are drawn in respect of the impact on the regional growth potential, sustainability and equity. The analysis on which the findings of the note are based are uncertain to some degree, as they relate to projections of climate conditions in the future. There are also significant uncertainties involved in presenting impacts on a regional level which result from modelling results which are based on more aggregated data.